CAJ | 학술논문

中高职学前教育专业的学生在学校学习声乐这门课时，因他们已经完全变声，所以主要学习科学发声技巧及中外艺术歌曲的演唱，也就是说先学习理论再结合实际演唱。毕业后面临的教学对象却是还未变声六岁前的学龄前儿童，主要以教授儿歌演唱为主。所以他们毕业后在幼儿园教授学龄前儿童声乐（唱歌）时，应考虑到教育对象的实际年龄和接受能力、心理、生理等各方面的发展状况，不能让他们将所学的演唱方法生搬硬套。在多年的学前教育专业的声乐教学及幼儿园的实践中，发现很多学前教育专业毕业生教授学龄前儿童声乐（唱歌）的时候，不考虑学龄前儿童身心特点，出现以“音”取人、忽略对学生嗓子的保护、忽略音乐表现力等误区。通过对这些误区的分析，本文简要提出了营造良好的音乐氛围、采用丰富的讲授形式（其中包括了视听结合、听讲结合、听唱结合）这两种行之有效的教学方法，旨在提高学龄前儿童声乐教学的成效，为中高职学前教育专业的学生在今后的儿童声乐教学打下良好的基础。
중고직학전교육전업적학생재학교학습성악저문과시，인타문이경완전변성，소이주요학습과학발성기교급중외예술가곡적연창，야취시설선학습이론재결합실제연창。필업후면림적교학대상각시환미변성륙세전적학령전인동，주요이교수인가연창위주。소이타문필업후재유인완교수학령전인동성악（창가）시，응고필도교육대상적실제년령화접수능력、심리、생리등각방면적발전상황，불능양타문장소학적연창방법생반경투。재다년적학전교육전업적성악교학급유인완적실천중，발현흔다학전교육전업필업생교수학령전인동성악（창가）적시후，불고필학령전인동신심특점，출현이“음”취인、홀략대학생상자적보호、홀략음악표현력등오구。통과대저사오구적분석，본문간요제출료영조량호적음악분위、채용봉부적강수형식（기중포괄료시은결합、은강결합、은창결합）저량충행지유효적교학방법，지재제고학령전인동성악교학적성효，위중고직학전교육전업적학생재금후적인동성악교학타하량호적기출。
In secondary and higher vocational preschool educa-tion majors' learning of vocal music course, as their voices have already changed totally, they mainly learn scientific vocal skills and the singing of domestic and foreign art songs, that is, learning theories first and then singing based on practice. After gradua-tion, the education objects they are faced with are preschool chil-dren aged below six whose voices have not changed yet, and the teaching contents for them are mainly nursery rhymes. So after graduation, when teaching preschool children's vocal music (singing), they should take account of the education objects' real ages and the development situation of their acceptance, psychol-ogy and physiology, instead of copying what they've learned blindly.In many years of vocational music education for preschool education majors and kindergarten practice, the writer finds that many preschool education graduates cannot take account of chil-dren's physical and psychological characteristics in vocal music (singing) teaching for preschool children, and there are some misconceptions, such as judging children by their "voices", ig-noring the protection of children's throats, and neglecting music expression. Through analyzing these misconceptions, this paper briefly proposed two effective teaching methods, including the establishment of favorable music atmosphere and the adoption of colorful teaching forms (including audio-visual integration, visu-al-speaking integration and visual-singing integration), aiming to improve the effect of vocal music teaching for preschool children and lay a solid foundation for secondary and higher vocational preschool education majors' future vocal music teaching for chil-dren.